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Property of State of New Jersey 
Not to be Taken Permanently from Schoolroom 



STATE OF NEW JERSEY 

DEPARTMENT OF PUBLIC INSTRUCTION 

TRENTON 



"tu 



New Jersey 

Geography, History 

and Civics 



IN ACCORDANCE WITH THE STATUTE PASSED AT THE LEGISLATIVE 
SESSION OF 1919 



September 1920 




APPROVED BY 

STATE BOARD OF EDUCATION 

JUNK 1920 



STATE OF KEW JERSEY 

DEPARTMENT OF PUBLIC INSTRUCTION 

TRENTON 



New Jersey 

Geography, History 

and Civics 



IN ACCORDANCE WITH THE STATUTE PASSED AT THE LEGISLATIVE 
SESSION OF 1919 



September 1920 




APPROVED BY 
STATE BOARD OF EDUCATION 

JUNE 1920 






LIBRARY OF CONGRESS 

MAY181921 

DOCUMENTS DIVISION 



FOREWORD 

The following became a law during the legislative session of 1919 : 

For the elementary grades, a course in the geography, history and 
civics of New Jersey shall be provided, which course shall be prescribed 
by the Commissioner of Education, with the approval of the State Board 
of Education; and the course thus prescribed shall be required in all 
public elementary schools and shall be taken by all pupils in the grade in 
which it is given. 

In accordance with the provisions of this statute, whose object is 
to make reasonably certain that pupils in our schools, before they 
leave the elementary grades, Ijecome familiar with the geography 
resources, liistory and civics of Xew Jersey, this outline has been 
prepared. Xew Jersey has a most important as well as most interest- 
ing place in the history of our country, and with this history all its 
citizens should be familiar. 

Its location in the important industrial section of the East, its 
unrivalled transportation facilities, its nearness to the large cities 
of New ■ York and Philadelphia make it of great importance geo- 
grapliically. 

Tills outline should serve the purpose of: first, stimulating the 
pupils to a better knowledge of their state and its resources; second, 
arousing in them a higher sense of responsibility as its citizens of 
the future; and third, increasing their pride in their state. 

Many persons feel that the proximity of New Jersey to two great 
cities, with the business interests of so many of our citizens centered 
in those cities, causes a lessening of legitimate pride in the fine re- 
sources of the state. 

If this is true it is unfortunate. New Jersey is a splendid state. 
Its history is inspiring; its industries are enormous; its material 
assets of farms, gardens and beautiful hills are unusual; its coast 
is the playground of America. A state possessing these resources, 
with two of the great cities of America at its doors, has tmly wonder- 
ful advantages. 



4 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

Our young people^ who after all are the greatest asset of the state, 
should be familiar with tJhiese facts, and be familiar with them by 
means of the schools. They ought to have a gi-eater pride in being 
residents of no mean state among American commonwealths. 

This outline has been prepared by Mr. Edgar S. Pitkin, Assistant 
Commissioner in charge of Elementary Education. In its prepara- 
tion he has had the fine cooperation of Miss Florence E. Stryker, of 
the State Normal Sdhiool at Montclair; Miss Marion. G. Clark, of the 
State Normal School at Newark; and Miss Sarah A. Dynes, of the 
State Normal School at Trenton. 

I hope and believe that the teachers of the state will teach "New 
Jersey" with enthusiasm and hig'hi purpose. 

Calvin N. Kendall 

Commissioner of Education 
June 1920 



CONTENTS 



PAGE 

Foreword 3 

Geography 

Outline 7 

Problems and projects 11 

Material for use in connection with outline 12 

Agriculture; Forests 12 

Zinc mines; Iron 13 

Pottery industry at Trenton 14 

Other clay products; Glass industry 14 

Woolen industry; Silk; Boots and Shoes; Leather goods; 

Jewelry ; Rubber goods 15 

Oil industry 16 

Canals and other waterways 16 

Educational institutions 17 

Type Study in the geography of New Jersey — Passaic River 19 

History 

Foreword to teachers 25 

Books on New Jersey history 26 

Outline of New Jersey history 27 

Early inhabitants of New Jersey — the Lenni Lenapi 27 

Colonial life in New Jersey 30 

New Jersey's part in the Revolutionary War 34 

The critical period in New Jersey 36 

New Jersey in the Union 38 

Civics 

Government, local, county, state 45 

Elections ; Citizenship 46 

Judicial system 46 



NEW JERSEY 
GEOGRAPHY, HISTORY AND CIVICS 



GEOGRAPHY 

TO BE GIVEN IN GEADE VII OR VIII AND TO BE TAKEN BY ALL PUPILS IN 
THE GRADE IN WHICH IT IS GIVEN 

1. Position 

a. The position of Xew Jersey in its relation to 

(1) Astronomical zone 

( 2 ) Continent 

(3) Nation 

(4) Snrronnding states 

(5) Large cities of the East, particularly Xew York and 

Philadelphia 

Develop the idea that a large share of the economic impor- 
tance of New Jersey depends upon its location as outlined 
above. For example^ the nearness to New York and Phila- 
delpliia, with the many railroads crossing the state, determines 
the type of manufacturing industry as well as the type of 
agriculture carried on. 

6. Land and water boundaries 

2. Size: general shape; gi'eatest length and width; latitude and 

longitude; area 

In studying latitude and longitude note other states of 
Union and countries of Europe in the same latitude. Compare 
area with New York, Pennsylvania, Texas and other states. 
Bring out that there are but three states in the L^nion smaller 
than New Jersey. 

3. Surface and drainage 

a. The four physiograp'hic belts or regions. (Have relief 
maps drawn sho^^^ng these zones; also simple contour 
maps) 

h. Relative elevation of different zones 



; NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

c. Mountains and lakes of the northern and northwestern 

parts of the state 

d. The salt marshes or meadows 

e. Location of the terminal moraine as marking the southern 

limit of glacial deposits 
/. Passaic^ Hackensack, Musconetcong and Earitan as types 

of true rivers. Maurice River and Toms Eiver as types 

of the tidal rivers of the coastal plain 
g. The sand bars along the Atlantic Coast and how they Avere 

formed 
h. Water power of the state 
i. Water supply systems as depending in large part upon 

drainage systems. Importance of satisfactory water 

supply 
/. Navigalile rivers 

4. Climate. How^ affected by nearness to ocean. Prevailing winds 

and effect upon rainfall 

5. Natural resources and industries 

6. Forests 

a. Importance of lumbering today compared with one hun- 
dred years ago 
h. Variety of trees found; the pines 
c. The state forest reserves 

7. Animals and game birds 

8. Fisheries. Importance of the industry along the Atlantic Coast. 

Pound fisheries. The ,shellfi«h industry. 

9. Agriculture 

a. Dairying industry of the northern and northwestern part 
of the state. Relation to soil; also to nearness to mar- 
kets 

h. Market gardening. Conditions which make for its devel- 
opment, as soil, rainfall, transportation, nearness to mar- 
kets, comparatively dense population, great numbers of 
summer visitors 

c. Fruit industry 

rl. Potato industry. (Its importance in Monmouth and bor- 
dering counties should be made a special topic) 



GEOGRAPHY » 

10. Mineral resources 

a. Iron mines of Morris and Warren Counties 
h. Zinc mines at Franklin in Sussex County 

c. Granite, limestone and slate quarries 

d. Cement industr}^ 

e. Trap rock and its importance in road building 
/. Glass sand and the glass industry 

g. Clay deposits and clay products as pottery, brick, terra cotta 
and tile 

11. Manufactures 

Conditions which help to make 'New Jersey an important 

manufacturing state 
Natural resources; nearness to coal and iron mines; water 

power; hydro-electric power; good transpoHation ; labor 

supply ; nearness to the great seaports of New York and 

Philadelphia 

The state ranks sixth (census of 1910) in total value of 
manufactured products, and leads in the manufacture of silks, 
in the smelting and refining of copper, in the manufacture of 
oilcloth, linoleum and sewing machines. Other products in 
which the state takes high rank are woolen goods, wire, chem- 
icals, pottery, jewelry, paints, varnish and rubber goods. 

Pupils should make a special study of the important manu- 
factures of their home town or nearby cities. Thus the pupils 
of Trenton should make a special study of the pottery indus- 
trj, those of Paterson of the silk industry, and those of Cam- 
den of the talking machine and linoleum industries. 

12. Transportation 

a. Xavigable waters surrounding the state 

h. Canals : former importance ; why little used now^ 

c. The proposed inland waterway 

d. Eailroads: important trunk lines and their terminals; 

local and branch railroads; Pennsylvania tunnel and its 
value 

e. Electric railway systems of the state 

f. Hudson and ]\[anhattan tunnels 

g. State roads : importance; material used ; construction and 

repair 
h. Effect of road ini]3rovement on land values 
i. jNfotor truck transportation and its growing importance; 

its advantages 



10 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

13. New Jersey as a resort for recreation and health 

a. Seashore, mountain and lake resorts 

b. Importance from standpoint of health and recreation 

c. Economic importance 

14. Educational institutions 

a. Colleges, universities and professional schools empowered 
by the State Board of Education to grant degrees 
Princeton University, Princeton 

Eutgers College and the State University of New Jersey 
(including the New Jersey State Agricultural College 
and the Women's College of New Jersey), New Bruns- 
wick 
Seton Hall College, South Orange 
College of St. Elizabeth, Convent 
Upsala College, Kenilworth 
St. Benedict's College, Newark 
St. Peter's College, Jersey City 
College of Mt. St. Mary, Plainfield 
Stevens Institute of Technology, Hoboken 
New Jersey College of Pharmacy, Newark 
New Jersey Law School, Newark 
Newark Technical School, Newark 
h. Normal Schools : Trenton, Montclair, Newark, Glassboro 
(to be opened September 1931) 

c. Public school system 

d. Other state schools 

New Jersey School for the Deaf, Trenton 
Manual Training and Industrial School for Colored 
Youth, Bordentown 

e. Pj-ivate schools 

15. Population 

Have graphs made showing growth of population. Distribu- 
tion of population. Densely populated areas in northeastern 
and southwestern parts of state. Causes. Have maps drawn 
showing relative density of population in different counties. 
Population of several of the large cities of the state in round 
numbers 

16. Counties 

Names and location of counties. Counties bordering on the 
ocean, on Delaware Bay, on New York state, etc. The 
county seat (local) 



GEOGRAPHY 11 

17. Cities 

In studying each city try to determine advantages of loca- 
tion which affected its growth. Also note the industries of 
greatest importance in each city 

Commercial cities, manufacturing cities, residential cities, 
summer resorts; types of each 

The following cities should be knowtnl by all pupils : Tren- 
ton, Newark, Jersey City, Paterson, Hoboken, Camden, Eliza- 
beth, Bayonne, Passaic, Perth Amboy, x\sbury Park and At- 
lantic City. All pupils should know other towns or cities of 
importance in their section of the state 



PROBLEMS AND PROJECTS 

1. How has transportation affected the distribution of population? 

2. Explain the density of population in Hudson, Essex, Union and 

Camden Counties. 

3. If you were going into truck farming where would you buy your 

farm? Why? 

4. If you were going into dairying where would you buy your 

farm? Why? Consider soil, climate, transportation facilities, 
markets. 

5. Explain the location of oil refineries at Bayonne. 

6. Explain the location of silk mills and dye shops at Paterson. 

7. Why has Atlantic City grown to be a winter as well as a summer 

resort ? 

8. Why is New Jersey a good state in which to live ? 

9. Are pound fisheries a good thing for the state? 

10. If you wished a friend in Kansas to move to your state what 

would be some of your arguments ? 

11. "V^Tien a man is considering moving to a city or town what are 

some of the things he will wish to find there? List the ad- 
vantages that your town has as a residential town. 

12. What determined the location of the shipbuilding plant at Port 

Newark (on Newark Bay) ? at Camden? 

13. Elimination of the mosquito and its effect upon New Jersey. 

14. What is meant by meadow reclamation and what will be some of 

its advantages to Newark, Jersey City, Hoboken. Bayonne and 
other towns in that section? 

15. The Passaic Valley Sewer. What is it? Why necessaiy? Cost? 

Built bv whom ? 



12 NEW JERSEY GEOGRAPHY, HISTORY AXD CIVICS 

16. Wh}' are national immigration laws important to the state of 

XeAv Jersey ? 

17. AVliy is the prosperity of Xew Jersey so dependent upon the 

means of transportation? 

18. How has 'New Jersey's growth in population and prosperity been 

affected by Philadelphia and New York City ? 

19. Compare the population of New Jersey with that of New York 

City; Texas; the Plateau Section. 

20. In wha.t ways have the Hudson and Delaware Elvers helped in 

the growth of New Jersey? (Location of railroad terminals, 
shipping terminals, etc.) 

21. Why do so many people in other states come to New Jersey for 

recreation ? ' 

22. Account for the growth of the two most important towns or 

cities in your own county. 



SOME MATERIAL FOR USE IN CONNECTION WITH OUTLINE 

AGRICULTURE 

New Jersey produced $150,000,000 worth of farm products in 1919. The 
variety of soil provides nearly ideal conditions for grass, grain, vege- 
tables, fruits and live stock, and there is a high degree of specialization 
in production. The state possesses some of the most noted herds of pure 
bred dairy cattle in this country, and early potatoes are shipped in some 
seasons to every state east of the Mississippi River. The apples and 
peaches supply the most exacting city markets, and the poultry industry 
is very great. — Alva Agee, Secretary State Board of Agriculture 



FORKSTS 

The forest which originally covered the whole of New Jersey's upland 
has given way to farms and settlements, as is proper, or persists as a 
butchered and burned remnant, which is altogether wrong. Of the two 
million acres (45 per cent of the state's area) still classed as forest, at 
least 800,000 acres are on soil fit to be cleared and farmed. The rest, be it 
deciduous forest on the rocky hills of North Jersey, or pine forest on the 
South Jersey sands, is capable of producing ten times the lumber that it 
now yields, forty times the taxes, and infinitely more in comfort and 
pleasure. Jersey's forests are not poor and scrubby by nature; they have 
been made so by abuse. The state forests contain only 17,000 acres: all 
the rest is privately owned. By teaching and helping the people to stop 
forest fires, to stimulate the growth of the trees, and to do a very little 
tree planting, the state government is causing the forests to be much im- 
proved, and this natural resource to be developed. — Alfred Gaskill. State 
Forester 



GEOGRAPHY 13 

XEAV JERSEY ZINC MINES 

The zinc mines of New Jersey are located in Sussex County. There are 
two known deposits — one located in the Borough of Ogdensburg and the 
other in the Borough of Franklin. The minerals constituting the commer- 
cial ores are willemite, zincite and franklinite. Willemite is a silicate of 
zinc. Zincite is an oxide of zinc. Franklinite is an oxide of zinc com- 
bined with iron and manganese. All three minerals are distinct as a. unit, 
yet combined in varying quantities to form the ore mass as mined. The 
franklinite is slightly magnetic and in the milling process is separated 
from the willemite and zincite by the aid of powerful magnetic separators. 

The chief manufactured products from these ores are oxide of zinc and 
spelter. Oxide of zinc is extensively used in the manufacture of rubber 
and in the compounding of paints. Spelter is metallic zinc which is used 
for galvanizing iron and is a very important article in the various arts 
and trades. 

These zinc ore deposits have been known since the middle of the 18th 
century but were not commercially mined until about 1850. Since 1850 
the development of the known ore bodies, the research, the improvement, 
and the gradual development of the metallurgical and milling processes 
necessary for the treatment of these ores have created one of the impor- 
tant mining industries of New Jersey. 

The ores from these mines are shipped to the New Jersey Zinc Com- 
pany (of Pennsylvania) at Palmerton, Pennsylvania, where the ores are 
smelted and manufactured into the various products. — E. K. Roselle, Su- 
pervising Principal, Franklin 

IRON 

The iron mines of Xew Jersey have been operated since before the 
Eevoliitionar}' War. It was from iron mined in Andover, Sussex 
County, that many of the cannon used by the American forces were 
cast. The great iron chain that kept the Britisli out of the Hudson 
Eiver was forged here. 

]\[orris County is at present the chief centre of the industry, al- 
though iron is found in Warren, Sussex, Hunterdon, Passaic and other 
counties. With the discovery of the great iron deposits in the Great 
Lakes region, many of the Xew Jersey mines were abandoned, owing 
to the greater cost of digging the ore. 

The limestone which is necessary in smelting the ore is found in 
the northern section of the state not far from the iron deposits. 

The manufacture of cast iron is largely at Wharton and Dover, in 
Morris County. At Dover are large' stove works, boiler works and 
other industries usinar New Jersey iron. 



14 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS ' 

POTTERY INDUSTRY AT TREXTON 

Trenton, a city renowned as the largest ceramic center in the world, 
yields an annual output of more than $9,000,000 worth of pottery wares. 
Its forty-odd potteries form an immense group that are constantly pro- 
ducing wares of noted merit, varying in nature from the heavy sanitary 
products made by the Trenton Potteries Company, to the highly perfected 
pieces of most exquisite china produced at the Lenox Incorporated. 

The superiority of these products is shown by the coniidence displayed 
by President and Mrs. Wilson, who recently had designed and fashioned 
by the Lenox Company at Trenton the handsome new dining service set 
for the White House. 

While the productions of each plant differ, most of the heavier wares 
are produced from the same clays, and in much the same manner. 

Trenton clays are of a coarse nature, used mainly for molds, drying 
ovens, tiling, or heavy earthenware. Most of the kaolin, the flint, or feld- 
spar, comes from the southern states. Some of the pebbles are dredged 
from the EJnglish channel. The abundance of coarse clay, however, so 
easily available, gives Trenton the advantage of having the bulk of con- 
structive material near her own door. — Eathryn Chalmers, Folsom 

OTHER CLAY PRODUCTS 

Perth Amboy, Middlesex County, is the center of the greatest clay de- 
posits in the state. In color the clays are either blue, brown, black, red, 
white, or yellow. The workable beds, which lie at about an average depth 
of ten feet beneath the surface, range from four to forty feet in thickness. 
About 25 per cent of all the clay mined is shipped away in a raw condi- 
tion to other sections of New Jersey and to many of the states east of the 
Mississippi River. The articles manufactured in this immediate section 
are hollow brick, ordinary and fancy building brick, fire brick, hollow tile, 
floor tile, porcelain ware, and terra cotta. Most of the clay shipped from 
this center is manufactured into electrical insulators, retorts, pottery, 
sanitary ware, tile and lead pencils. — S. E. Shull, Superintendeyit of 
Schools, Perth Amboy 

GLASS INDUSTRY IN NE"\V JERSEY 

The manufacture of glass has became an- important industry in 
South Jersey because supplies of fuel, ingredients and intelligent 
labor are near at hand. Beds of sand on the coastal plain contain 
pure quartz, which is mixed with other substances, such as lime, 
soda and saltpeter, to make an excellent quality of glass. Limestone 
from the Kittatinny Mountains and coal from the mines of Pennsyl- 
vania can be secured easily because of the transcontinental railroad 
systems which cross the state. These railroads and the navigable 
waters offer rapid transportation facilities for the finished product. 
Skilful workers for the glass factories come from the nearby steam- 



GEOGRAPHY 15 

ship terminals of Philadelphia, Hoboken and New York. The active 
business and industrial centers of Glassboro, Bridgeton, Salem, Mill- 
ville and Yineland depend largely upon their extensive glass factories, 
which make all kinds of glass articles. About 10,000 people are em- 
ployed in this industry in 'New Jersey and they produce about $15,- 
000,000 worth of glass. New Jersey ranks first among the states of 
the United States in glass products. 

WOOLEN INDUSTRY 

Over 10,000 persons are employed in the woolen mills located at 
Passaic and nearby towns. The state as a whole produces woolen 
goods valued at over $118,000,000 annually. 

SILK INDUSTRY 

The silk industry is centered in Paterson, wdiere silk manufacturing 
was begun in 1835. About 25,000 people are engaged in the industry 
and the value of the annual output is $200,000,000. 

BOOTS AND SHOES; LEATHER GOODS 

These industries, while found in other cities of the state, are most 
important in Newark, There are about 125 establishments in Newark 
which manufacture leather goods. They employ over 7000 people 
and make an annual product valued at $10,000,000. 

JEWELRY 

The Jewelry industry is also centered in Newark, where 145 estab- 
lishments employ about 5000 persons and manufacture a product 
whose annual value is over $7,000,000. 

RUBBER GOODS 

Trenton's industrial zone has 24 rubl^er mills, with more than 
5000 employees, a yearly payroll of over $5,000,000. and annual fin- 
ished products of $30,000,000. 

The rubber goods made in Trenton include hose of all kinds, auto- 
mobile tires and inner tubes, rubber tubing, belting, packing, rubber 
heels, mats, rubber tile for floors, brake lining, fruit jai' rings, hard 
rubber jars for electric batteries, druggists rubber sundries, etc. 

Automobile tires are also manufactured at Newark, New Brunswick, 
Milltowai and Rutherford. 



16 ^'EVv" JERSEY GEOGRAPHY, HISTORY" AXD CIVICS 

OIL, INDUSTRY 

One of the important industries in Xew Jerse}^ is that of oil re- 
lining and oil distributing. Several important companies center part 
of their operations at Bayonne. 

The crude oil conies from the Pennsylvania, Mid-Continent, Illi- 
nois and Mexican fields. The Mexican crude arrives in tank steam- 
ers. The crude from the other fields is pumped through G-inch pipe 
lines. One company alone operates over 1000 miles of main trunk- 
pipe line and in one field alone receives oil from 18,500 wells, 1725 
miles of "gathering up" lines being recjuired. The main trunk pipe 
lines mentioned above follow the contour of the country, and in order 
to pump the crude 20 high powered pumping stations are required. 
Many interesting mechanical devices are used to keep the lines clean 
and lessen the breakage. 

From crude oil over 350 products are made. These' fall into the 
following groups : naphthas, including gasoline and kerosene, refined 
oils, gas oils, fuel oils, waxes, lubricating oils, cylinder stocks, pitches 
and coke. 

The oil industries located at Bayonne have ideal facilities for Ijoth 
rail and water transportation for their finished products. 

These industries provide their own power (both steam and elec- 
trical) and lighting plants. In some of them industrial railways are 
operated. 

CANALS AND OTHER WATERAVAYS 

The Morris Canal crosses the state from Phillipsburg on the Dela- 
ware Eiver to Jersey City on the Hudson River. The Delaware and 
Raritan Canal crosses the state from Bordentown on the Delawnre 
River to ISTew Brunswick on the Raritan River. These were formerly 
of great importance, but within the last few years, due largely to 
competition of the railroads, the tonnage carried has been insig- 
nificant. 

The proposed New Jersey Ship Canal will cross the state at prac- 
tically its narrowest part from Bordentown on the Delaware River 
to Morgan on the Raritan Bay, a distance of about 33 miles. The 
Board of Army Engineers reporting on this canal recommended that 
it be constructed as a sea-level canal of 25 feet depth and 125 feet 
bottom width. By this canal the distance from Philadelphia to New 
York will be 175 miles less than by the outside route. The state 
by legislation and otherwise is advancing this project as fast as lies 
within its power. 



GEOGRAPHY 17 

The inland waterway extends immediately back from the ocean 
front from Cold Spring Inlet at Cape May to the northerly end of 
Barnegat Bay, a distance of about 116 miles. It is now being ex- 
tended from Barnegat Bay by canal to the Manasquan Eiver. The 
inland Avaterway provides navigation for vessels of 6 foot draft. 

EDUCATIONAL INSTITUTIONS 

Princeton University, at Princeton, 10 miles east of Trenton, was 
founded in 17-16 and is the oldest institution of higher learning in 
the state and the fourth oldest in the country. The town has many 
historic associations and was the scene of the battle of Princeton, 
January 3, 1777. The University, which is non-sectarian and not 
coeducational, comprises an undergraduate department offering bach- 
elor degrees in arts and sciences, A.B., and B.S. ; a department of 
Civil Engineering, offering the degree of C.E. ; a School of Electrical 
Engineering, offering the degree of E.E. ; and a Graduate School 
offering the master's and ' doctors degrees, A.M., and Ph.D. In 
1918-19 the University had 1825 students. 

The University is devoted to liberal studies as distinguished from 
the purely technical, and has marked characteristics, such as a beau- 
tiful campus, a highly developed system of dormitory life and student 
self-government, the honor system, the preceptorial method of instruc- 
tion, and a strong traditional spirit of national service. 

The Princeton Theological Seminary, situated in the same town, 
is not now directly connected with the University. 

Eutgers College is located at New Brunswick, on the main line of 
the Pennsylvania Eailroad. 30 miles from New York. It was founded 
before the Eevolutionary War, receiving its charter from George III 
in 1766. It was called Queen's College in honor of Queen Charlotte, 
and the name was changed to Eutgers College in 1825. In 1863 it 
organized its Scientific School, and a 3-ear later the state of New 
Jersey made it the State College for the Benefit of Agriculture and 
the Mechanic Arts; and in 1917 the state designated it also the State 
Universiiy of New Jersey. 

There are courses of liberal study, classical and scientific, and 
courses* of technical study in civil, electrical and m.echanical engineer- 
ing, agriculture, chemistry and biology. They lead to the degree of 
A.B., Litt.B., or B.S. Graduate courses are also offered leading to 
the Master's Degree, the Doctor's Degree and Engineering Degrees. 



18 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

Short courses in agriculture in the winter, a summer session and 
extension classes are also maintained. In 1918 a department of the 
State University known as the New Jersey College for Women was 
organized and admitted its first freshman class. Its campus and 
work are separate from the campus and work of the men's college. 

The buildings on the Rutgers Campus are grouped about or near 
the Queen's Building, a noble erection of the early time. A group 
of buildings is forming on the Women's College campus. There is 
a College Farm of 350 acres with its appropriate buildings. 

The Stevens Institute of Technology, located at Hoboken, is a 
college of mechanical engineering and oifers a single course leading 
to the degree of Mechanical Engineer. The term mechanical engineer- 
ing is used, however, in its broadest sense, to include instruction in 
electrical, civil, and other branches of engineering. 

The Institute was made possible by a large bequest in the will of 
Mr. Edwin N. Stevens, of Hohoken. It was incorporated by the 
Legislature in 1870, and was opened for the admission of students 
in September 1871. 

Seton Hall College, South Orange, the first Catholic college in this 
■state, was incorporated under the laws of the state of New Jersey, 
with the power to confer the usual collegiate degrees, in 1856. It is 
conducted by the secular clergy of the Diocese of Newark. Students 
of all denominations are received in the institution.- 

St. Peter's College, Jersey City, conducted by the Fathers of the 
Society of Jesus, was founded in 1872, and, like Seton Hall, is em- 
powered to confer the usual collegiate degrees. 

The College of St. Elizabeth, conducted by the Sisters of Charity, 
at Convent Station, Morris Count}^, is recorded as the first registered 
college for women in New Jersey, and the first Catholic college for 
women in the United States. It was founded as a high school in 
1859, and in 1899 the college course of study was inaugurated under 
the charter of this state, establishing it as an institution of full col- 
legiate rank. Although Catholic in government, the college receives 
as students members of all denominations. 

Mt. St. Mary's College, Plainfield, the second Catholic institu- 
tion in New Jersey to ofi'er advanced courses of study to women, was 
founded in 1908. It is conducted by the Sisters of Mercy. 



GEOGRAPHY 19 

Normal Scliools 

The State ISTormal School at Trenton was opened in 1856. Since 
then additional buildings have been erected until the property at 
the present time is valued at more that three quarters of a million 
dollars. The grounds, including the athletic field, cover an area of 
more than seven acres. The school is located in a residential section 
of the City of Trenton and is easily accessible to both the Pennsyl- 
vania and the Reading Eailroad stations. 

Four well equipped dormitories and boarding halls have been 
erected for the use of the students. 

The State Xormal School at Montclair is located on a twenty-five 
acre plot in the northern part of Montclair, Essex County. It would 
be difficult to find a more beautiful or more healthful site. The 
grounds have an elevation of 400 feet above sea level and command 
an uninterrupted view of a landscape of remarkable beauty. 

There are two buildings, the school itself and a dormitory — Edward 
Euss Hall. These are fireproof throughout and are in the Spanish 
mission style of architecture. 

The State Normal School at Newark was erected by the city of 
Newark and in September 1912, before its opening, was sold to the 
state. It is one of the most modern educational buildings in the 
country. It is easily reached by train and trolley from practically 
all the northern part of New Jersey. 

The three normal schools of the state now in operation can accom- 
modate over 2000 students. Tuition and textbooks are free to resi- 
dents of New Jersey. A graduate of any four year secondary school 
on the approved list of the state is admitted without examination. 
Grraduates receive permanent certificates to teach in the schools of 
New Jersey in the grades for which they are prepared. These certifi- 
cates are endorsable wdthout examination in most states. 

TYPE STUDY IX THE GEOGRAPHY OF NEW JERSEY 

THE PASSAIC RIVER 
Importance 

The Passaic River is our most valuable stream from every point of 
view. Its head waters are the best gathering ground for the water 
supply of the cities and at the same time most accessible to points 
of greatest need. More water power is furnished by this system than 
by any other system in the state. With its tributary streams it has 
carved passes through the Highlands that have determined the routes 



20 NEW JERSEY GEOGEAPHY, HISTORY AND CIVICS 

of roads, railroads and canals. Its waters are navigable as far as 
Passaic, and the largest city in the state has grown up at its mouth. 
For many years the river has carried not only the surplus rainfall 
but the wastes of the cities to the sea. The fertile lands of its valley 
support many truck and dair}^ farms which supply fresh vegetables 
and milk to the cities. 

Water Supply 

The Passaic Eiver has its sources in the Highlands of Xew Jersey 
and southern New York State. The divide between the Passaic 
system and the Walkill, Musconetcong and Earitan rivers varies from 
1000 to 1500 feet in elevation, is forested and thinly populated. The 
forests and the small population make the Highland portion of the 
drainage basin a very satisfactory region for the location of reservoirs 
for the water supply of great cities. 

The city of Newark has constructed a number of large reservoirs 
in the basin of the Pequannock, but though the supply averages about 
55,000,000 gallons a day, the North Jersey Water Company, acting 
at the request of Paterson and Newark, has made plans and is start- 
ing the construction of a large storage reservoir on the Wanaque 
Eiver near Midvale, primarily to supply Newark with the additional 
water which it v\-"ill need in the near future. 

The Montclair Water Company and allied companies operate a 
large filter and pumping plant at Little Falls from which fifteen com- 
munities, aggregating nearly half a million people, are supplied. 
Among these municipalities are Paterson, Passaic, Montclair, Bloom- 
field, Kearny, Bayonne, Clifton, Nutley, West Orange. 

Water PoTrer 

The development of water power has had an important effect on 
the growth of industry and the distribution of population. In the 
early days of New Jersey many small mills were located at points in 
the Highlands where there were rapids or falls. Many of these mills 
were grist mills and there were also small charcoal blast furnaces 
located near ore banks where the power furnished by the water was 
used to force the blast through the furnaces. Most of the mills have 
fallen into disuse since the building of railroads, as they have been 
unable to compete with industry on a large scale. 

The charcoal blast furnaces were abandoned when coal began to 
be used for smelting iron. Although there are many places in the 
Highlands where there is sufficient fall and a fairly constant supply 
of water for the development of hydro electric power the use of the 
water for the supply of great cities has interfered with the develop- 
ment of nower. 



GEOGRAPHY 21 

Inflnence of Water Power on Gro-«rtli of Cities 

There are three points on the Passaic where the development of 
power on a large scale has been carried out. At Little Falls, where 
there is a fall of forty feet in three quarters of a mile in crossing 
Second Watchung Mountain, there are large carpet mills which utilize 
this power. At Paterson, where there is a drop of seventy, feet as the 
river crosses from the trap ridge of the First Watchung Mountain 
to the sandstone lowland, the Society for Establishing Useful Manu- 
factures converts the entire force of the river into electric power, 
which it supplies to the silk mills in its vicinity. This is the best and 
largest water power development in the state. The growth of this 
city has been mainly due to the power furnished by the river at this 
13oint. 

At Passaic the Dundee Water Power and Land Company has built 
a stone dam across the river, thus causing a fall of from twenty to 
twenty-four feet, depending on the height of the tide below the dam. 
The development of power here had a great deal to do with the early 
development of the woolen industry in this city. 

Routes of Transportation 

Although the Passaic is used for navigation only to the foot of the 
Dundee Dam its valley and those of its tributaries have greatly in- 
fluenced the location of transportation routes. 

The first important barriers to westward travel in ISTorth Jersey are 
the Watchung Mountains. Though everywhere less than a thousand 
feet in elevation these mountains are steep sided and the rock of 
which they are composed is so hard that tunneling or cutting passes 
through them is very difficult. Eoads and railroads therefore have 
sought passes already cut by rivers. 

The first important highway to the West in this section was the 
Morris Canal, which crosses these mountains at Paterson and Little 
Palls close by the river. The Morris Canal was built to compete with 
the wagon train and pack mule team, and it proved a very successful 
competitor in pre-railroad days. 

The canal was utilized for many years in the transportation of iron 
and zinc ores, with lime and charcoal for their smelting. The forests 
along the route of the canal were cut and burned into charcoal for 
the smelters, sawed into timber or cut into cord-wood to be shipped 
by canal to tide water. 

Later anthracite coal was carried in great quantities from Phillips- 
burg to towns along the route as far as Jersey City. The rapid de- 



22 NEW JERSEY GEOGRAPHY, HISTORY AKD CIVICS 

velopment of maimfacturing in Newark and Jersey City can be dated 
from the time when the canal brought the first cheap coal to these 
places. 

Today this canal has fallen into disuse because the railroads which 
parallel its course have proved much more efficient freight carriers. 
The Paterson branch of the Lackawanna parallels the canal. The 
Morristown branch crosses the trap ridge at Summit, where the river 
crossed these ridges in pre-glacial days. The Susquehanna and West- 
ern Eailroad follows the valley of the Pequannock across the High- 
lands, and the Morris Canal and the Lackawanna Eailroad follow 
the Eockaway Valley westward from Boonton. 

Navigable Portion of tl»e Passaic 

The coastline of New Jersey has sunk since the Paissaic began its 
work, thus causing the ocean waters to flow far inland and forming 
the broad estuary of Newark Bay at the mouth of the Passaic. The 
water is brackish and the tides rise and fall as far as the foot of Dun- 
dee Dam at Passaic. The city of Newark was an important seaport 
when ocean going ships were smaller than they are now. For many 
years the harbor was not much used, but recently the city of Newark 
has deepened the bay and the mouth of the Passaic and has started 
great industries in the section called Port Newark. Here are great 
shipyards which built many ships for our government during the war. 
The people of Newark believe that this port may become the chief 
freight terminal of the eastern seaboard because of the ease of mak- 
ing connections here between rail and water. 

Barges loaded with coal, brick and lumber go up the river as far 
as Passaic and the people of Paterson argue that the river can and 
should be made navigable to that city. 

This would necessitate the removal of the dam at Passaic or the 
building of locks to carry boats past it and the deepening of the river 
bed as far as Paterson. 

Farm Lands of the Passaic "Valley 

In the Highland section the valley of the Passaic and its tributaries 
are young. They have carved steep sided narrow valleys which afford 
few opportunities for farming but as these streams emerge on the 
Piedmont they reach a broad stretch of level land extending eastward 
to the Watchung Mountains. 

At the close of the glacial period this region was covered by a great 
lake which geologists call the Glacial Lake Passaic. It was cauvsed by 



GEOGRAPHY 23 

the glacier depositing waste in the old channel which the Passaic 
River had cut in the trap ridges at Summit. When the ice melted 
entirely out of the valley the lowest point for the water to escape 
was by way of Little Falls and Paterson. Gradually streams from 
the Highlands deposited waste on the bed of the lake, plants grew, 
decayed and helped fill it, and the river cut down its outlet through 
the trap ridges until at present mucli of the old basin is dry land, 
though the lowest portions, the Great Swamp and Great Piece 
Meadows, are still marshy. The drier parts of this old lake plain 
are carefully cultivated. Many dairy and truck farms in this section 
supply the needs of the lai'ge cities near by. 

Plans for Prevention of Flood.s in the Passaic Valley 

Farmers who live here claim that the soil of the lower portions, 
mostly a rich, black loam, is the most fertile in the state and is es- 
pecially adapted to the growth of onions, celery, asparagus and many 
other garden crops. The land has, however, one great disadvantage. 
As it is so low and flat any rapid melting of snow in the spring or 
unusually heavy rain in the summer causes the river to overflow its 
banks, destroying crops and damaging dwellings. 

The farmers think that the land can and should be drained and 
summer floods prevented by blasting out a. ledge of rock at Two 
Bridges and lowering the dam at Little Falls. They say that tliis 
would add much to the farm land of the state and by abolishing large 
mosquito breeding areas greatly add to the value of the adjoining resi- 
dential districts. 

The people farther down the river object to this plan because it 
would increase the danger of floods in the lower and more densely 
populated part of the valley and would diminish the flow of the river 
in dry seasons, thus seriously lessening the amount of power generated 
at Little Falls, Paterson and Passaic. 

The Department of Conservation and Development suggests that in- 
stead of trjing to drain the meadows the old lake should be restored by 
building a large dam above Little Falls. This would permanently 
transform the lands eubject to floods to a great lake, which would 
extend from Chatham to Pompton and from Tray Hills and AVliippany 
to Westville and Lower Preakness. This great storage reservoir would 
greatly increase the water power available at Little Falls, Paterson and 
Passaic by rendering the 'supply of water constant; the mosquito nui- 
■sance would be abated ; the shores of the lake would be attractive resi- 
dential districts and the lake might furnish water to the cities and 



24 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

towns near by although the danger of pollution here would be consid- 
erable. By storing the flood waters the cities down stream would ])e 
relieved of the dangers of floods. 

There are many truck fai-ms in the valley below Paterson. The 
flood plain is narrow and is mostly covered by cities and towns, and 
the sandstone soils of the higher valley slopes are not particularly fer- 
tile, but the nearness to markets makes these fai-ms pay well. 

The Passaic as a Waste Carrier 

The lower part of the Passaic River has for many years been pol- 
luted by sewage from the towns and waste from the mills. A trunk 
sewer is being built which will carry the waste far out into ISTewark 
Bay, thus much improving the sections along the stream. 

Comparison of Passaic and other Rivers 

Most rivers have their torrential portions in the upper reaches. Here 
the valleys are young and steep sided and there are many rapids and 
falls to furnish power. The mature section is usually in the middle 
portion. Plere the valleys are broader, narrow flood plains are de- 
veloped along the sides of the stream, and the river has a graded course 
and is used for navigation. Nearer the mouth the valley is bordered 
with broad, flat flood plains across which the river takes a meandering 
course. The flood plain is usually fertile but is subject to floods, as in 
the case of the lower Mississippi. In the Passaic, however, the middle 
portion has the characteristics of an old drainage system ; the greatest 
falls are just below this section,- and from Paterson to Newark the 
valley is a mature valley. 

The Danube is in many respects similar to the Passaic. The plains 
of Hungary may be likened to the meadows above Little Falls, and the 
Iron Gate to the Paterson Gap; but the Danube has a delta mouth 
while the Passaic has an estuary ait its mouth. It should be interesting 
to compare the Passaic with other rivers which are important in affect- 
ing the lives of people but which are less easily observed by students 
in New Jersey. 

References 

Annual Pteports of the State Geologist for 1894, 1903, 1905 
Eeport of the Department of Consenation and Development of the 

State of New Jersey. The Problem of the Passaic Meadows. 

Henry B. Kumrnel 
The Passaic Folio U. S. Geological Sui-vey 
Articles in New York Times and Newark Evening News 



HISTORY 

rOREWOED TO TEACHERS 

New Jersey history should be taught with especial emphasis on the 
economic and geographic conditions which have so largely influenced 
the political and social life of the state. Children should understand 
that the factors Avhich have made New Jersey a center of industrial 
life, a feeder of millions, a state of small towns and suburb^an com- 
munities, are her ocean frontage, her many rivers, her fertile isoil, her 
mineral wealth, and her close relationship to her great neighbors New 
York and Pennsylvania, with whose history her own is closely inter- 
woven. 

New Jersey children may be proud of the stoiy of their state, and 
they will find the study of her three hundred years of life full of in- 
teresting and inspiring incident. They can learn that New Jersey was 
one of the original thirteen colonies, that her early settlers were pros- 
perous and industrious, that they possessed' religious freedom and lived 
under an orderly and well organized English government. They can 
trace this story through the exciting years of the Revolution and read 
how nobly New Jersey bore her part in that famous struggle. They 
will find that New Jersey had an honorable share in creating the con- 
stitution and that during the last hundred years of her history she has 
participated in many great movements and has been the home of many 
illustrious men. Despite problems and difficulties she is today a 
virile, cosmopolitan commonwealth. 

No attempt has been made in this pamphlet to write a connected his- 
tory of New Jersey which children can learn by rote. On the contrary, 
the method suggested is based on the modern educational theory of 
teaching through the medium of the project, which stimulates the 
child's interest and creates in him a desire to know more about the 
subject and to take part in some class exercise whose meaning he 
understands and enjoys. In order to obtain the necessary information 
certain quotations from sources have been inserted. These show the 
kind of material which may be found in New Jersey histor5\ 

As the state course of study requires that the history of the state be 
studied in the elementary grades, each school district should be 



26 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

equipped with a small library which the teacher and children may use. 
Much local histor}^ may be obtained from county histories, from town 
records, local and family histories, old newspapers, letters and diaries. 
State history should not be presented as a separate or isolated sub- 
ject but as a vital phase of American history. If developed through 
the use of the project method and with good illustrative material, 
teachers will find that the young citizens of New Jersey are deeply 
interested in the study of the past life of their community and state. 



BOOKS Olf NEW JERSEY HISTORY WHICH EACH C0M3IU1VITY 
SHOULD POSSESS 

Lee, Francis B. New Jersey as a Colony and a State. 4 vols. Pub- 
lishing Society of New Jersey 

These books are extremely interesting and well written. They 
have a few inaccuracies but are most useful for schools. 

Barber, J. W, New Jersey Past and Present. 1868. 

Whitehead, W. A. Contributions to East Jersey History, 1856 : and 

East Jersey under the Proprietors, 1846. New Jersey Historical 

Collections 
New Jersey Archives. 10 vols. 
New Jersey Historical Society, Publications 
Raum, John 0. History of New Jersey. 2 vols. John C. Potter 

Co. Philadelphia 

Accurate, full of facts, but poorly organized. 

Ellis, E. S. and Snyder, H. History of New Jersey, American Book 
Co. N. Y. 

Very useful small school history. Contains helpful bibliography. 
Stockton, Frank R, Stories of New Jersey, American Book Co, 

N. Y. 
Smith, Samuel. History of New Jersey. Published by the state 

Out of print, but the book may be obtained from the state library 
at Trenton. 

Urquhart, F. G, History of Newark, N. J. 

Gives state as well as local history. 
Local and county histories. 
Mulford, Isaac S. Historv of New Jersey. 1851, 



27 



OUTLINE OF NEW JERSEY HISTORY 

I. THE EARLY I?. HABITANTS OF NEW JERSEY— THE LENNI 

LENAPI 



1. 


HoAv the Lenni Lenapi lived 




a. Birch bark houses 




I). What they wore 




c. What they ate 




d. HoAv they played 




e. How tliey worked 


2. 


How the Avhite men treated them 


3. 


What became of them 



SUGGESTED RROBLiEMS AXD PROJECTS 

Fourth Grade 

1. Sand-table projects 

a. Make an Indian village showing lodge, dress, customs, occu- 
pations 

h. Our town in Indian days., sho-wdng its geography, where the 
Indians lived, etc. 

2. Illustrated subject matter problems 

a. How Indian boys and girls lived in N"ew Jersey (This could 
be worked out in correlation with clay modeling, paper 
cutting, poster making, weaving, painting, etc.) 

&. How Indian parents cared for their little children 

c. How the Indians helped the white men 

3. Problems in dramatization 

a. Eobert Treat buying the land for Newark (Same idea ap- 
plied to local communities) 
h. Dinner among the Lenni Lenapis 

c. A visit from Chief Oraton from Hackensack 

d. Indian clam bake 

SUGGESTIONS FOR PAGEAXT 

1. An Indian village with white people arriving (Let the group ar- 

riving represent the people who settled your community) 

2. Purchase of land (Local scene if possible; if not, refer to Newark 

or Elizabeth or Caldwell pageants) 



28 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

SPECIAL REPORTS 

Eighth Grade 

1. How the white colonists treated the Indians 

2. Indian appeal to New Jersey legislature for purchase of hunting 

and fishing rights 

3. Class project: Investigation of relics, shelter, caves and the search 

for possible Indian legends. Famous trails across New Jersey 

ILLUSTRATIVE QUOTATIONS 
Ne*v Jersey Indians 

The Lenni Lenapi tribes of Algonquins were a simple people who lived 
along the river valleys, and were especially numerous in the southern part 
of the state. The name means "Our Men," or "Pure Indians." They were 
said to be tall and well formed, with black hair and dark eyes. When 
they were well treated they were friendly and never unkind or cruel. 

The warriors shaved or burned off their hair save for a narrow road 
like a cock's comb from forehead to nape, which they allowed to remain, 
while the lock at the very crown was permitted to grow still longer. This 
was the famous scalp lock which every Indian cultivated as a point of 
honor, defying the enemy to take it if he could. 

The men wore few clothes even in winter, when they wore dressed 
leather leggings, moccasins, and a cloth or apron. The upper part of their 
bodies was covered by a robe of fur and feathers, which they shifted from 
side to side to temper the cold wind. In summer they went practically 
naked, although their bodies were often covered with fancifully painted or 
tattooed designs. 

The women wore short leggings reaching to the knee, sliirts made of a 
square piece of buckskin or cloth woven from native hemp. This they 
lapped about the waist and wore in winter. They wore also a robe of fur 
and feathers like the men. They all wore necklaces and earrings of shell 
beads, long chains of wampum and stone pendant. — Alanson Skinner. 
The Indians of Newark before the White Men Came. Neivark Museum 
Association 

The Lenni-Lenapi lived in villages. Wigwams were only used in sum- 
mer. William Penn says their houses were like English barns, made of 
mats and tree bark. Young trees were bent to a common center and a 
shelter was formed by interlacing branches covered with bark. These 
were called lodges. They covered a space ten or fifteen feet in diameter. 
The framework was roofed with sedge grass or corn husks or with mats 
of sewn bullrushes. 

Occasionally several families lived in one house, as the Hackensaki 
tribe. 

Inside the lodges it was dark and dirty. A column of smoke arose from 
the fire in the center. Skins, cooking utensils, food, were scattered about 
on the earth floor. 



HISTORY ,29 

In the mountains of New Jersey some Indians lived in caves or rock 
shelters and many relics have been discovered in these spots. 

Our Indians hunted and fished, killed deer, bear, and wild turkey. They 
used the bow and arrow and made snares and traps. They speared fish 
and knew how to use a hook and line. 

Oysters, clams, lobsters, crabs, were all food for them. In the fields 
they raised corn, beans, squash and tobacco. They invented succotash, 
and probably cooked the wild meat they killed. They had no liquor until 
the white man came among them. 

They scratched the earth with hoes of wood and the bones of animals. 
They made knives, axes, chisels, spears, mortars and pestles of stone. 
They made dishes of clay baked in the sun, and decorated them. Tobacco 
pipes were also made of clay. 

Our Indians had no birch bark canoes, but they used canoes made out 
of tree trunks, which were called dugouts. 

Making the canoe was hard work, for it was done with fire and stone 
axes, and must have taken a long time. 

In an Indian village the men and women and the boys and girls were oc- 
cupied in various ways. The men had the easiest life because, except 
when hunting or fishing, our Indians were rather lazy, and gambled, sang 
and laughed around the camp-fire. The women planted and cared for the 
crops, built the houses, took care of the babies, and cooked the food. Old 
women made pottery and ground the corn for the families to eat. 

The boys were taught very carefully to be brave warriors; were trained 
to endure hardship, to shoot straight, to hunt, to trap, to fish, to fight. 
When the boy was sixteen he was initiated into the tribe and became a full 
fledged warrior arriving at man's estate. 

There was the Medicine Man, both priest and doctor, who did wonderful 
things. He could drive out evil spirits, read signs in the clouds, and com- 
pound herbs for the sick. He led dances and mystic ceremonies and was 
regarded with fear and veneration by the little world around him. 

Our Indians believed vaguely in a life after death, but they had no con- 
"^eption of a spiritual religion or any sense of individual sin. Heaven was 
a pleasant place where one had enough to eat and drink and where there 
were no evil spirits. Our Indians were hospitable and kindly, and no 
matter how poor the lodge or wigwam, there was always a mat by the fire 
for the guest, whoever he might be. — Partly taken from "New Jersey as a 
Colony and as a State," by Francis B. Lee 

MATERIAL, REGARDING NEW JERSEY INDIANS 

Geological Survey of New Jersey. Bulletin No. 13. Indian Habita- 
tions in Sussex County 

Natural History Museum, New York City. Bulletins on New Jer- 
sey History 

Newark Library Museum. Indians of Newark. 

Lee, Francis B. New Jersey as a Colony and as a State. Publish- 
ing Society of New Jersey 



30 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

Raum, John 0. History of Xew Jersey. J. E. Potter Co. Phila- 
delphia 

Ellis, E. S. & Snyder, H. History of New Jersey. American Book 
Co. X. Y. 

Smith, Samuel. History of New Jersey 

Hart, A. B. American History Told by Contemporaries. Macmillan, 
N. Y. 

Hart, A. B. Source Eeaders. Macmillan, N. Y. 

Nelson, William. The New Jersey Indians. New Jersey Historical 
Association, Newark 

New Jersey Historical Association. Collections 



II. COLONIAL LIFE IN NEW JERSEY 

A. How the white men came to New Jersey 

1. The coming of the Dutch 

ci. When they came 
h. Where they settled 
c. How they lived 

2. Where the Swedes settled 

3. The coming of the English 

a. Howl the English gained possession of New Jersey 

h. How New Jersey was named 

c. Settlement of Elizabethtown 

cl. Immigrations of New England Puritans 

e. Quaker settlements in New Jersey 

/. The liberal rule of the Proprietors 

g. East and West Jersey 

li. Change in ownership 

i. Eeligious toleration 

4. The French Huguenot settlements. on the Hackensack 
B'. How the white men lived in old New Jersey 

1. What kind of homes they lived in 

2. What they wore 

3. How they dressed 

4. How they travelled % 

5. What were their amusements 

6. How they spent the Sabbath 

7. How they were educated 

8. Howl they bought and sold 

9. Slave life in old New Jersey 



31 



SUGGESTED PROBLEMS AND PROJECTS 

1. How our town was settled 

a. Material 

(1) Local material collected from children's homes— let- 

ters, newsjDapers, pictures, etc. 

(2) Town records: !New Jersey Historical Association 

Building, West Park Street, Newark 
1). Procedure — discussion of material 

(1) Sand-table showing a scene from our town's past his- 

tory 

(2) Story of the town written by the children. Local 

papers might publish these accounts 

(3) Pageant showing scenes from the town's past history 

2. Other settlers of New Jersey 

a. Children make posters showing Puritan, Huguenot, Dutch 
and Quaker elements in New Jersey history 

&. Make colonial homes of different types; dress dolls to live in 
homes 

c. Make a Dutch octagonal church, a Puritan church, a Hugue- 
not church, a Quaker meeting-house 

3. How the early settlers lived. (The following suggestions may be 

carried out in various ways — 'by story, by dramatization 

or by handwork) 
a. A day in school long ago 
h. New Year's calls in a Dutch village 

c. Breakfast, dinner and supper in old New Jersey 

d. A colonial party. (Children entertain another group whom 

they invite to a party. Write in old-fashioned language 
their invitations. Use colonial language and customs, and 
have colonial food to eat) 

e. The landing of Philip Carteret and his followers 

f. The arrest of Governor Carteret by Governor Andros 

g. Holidays in old New Jersey 

Many similar projects will be suggested to the teachers from a 
study of colonial material 



32 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

ADDITIOXAL, PROBLEMS 

1. Map of Colonial 'New Jersey showing principal towns before the 

Eevolution. Put Dutch, Puritan and Quaker in different col- 
ors on map. 

2. Graph or diagram showing the various changes of government in 

New Jerse}'. This may be worked out in various ways. 

3. Bead old Concessions of Berkeley and Carteret and show how 

the old colonial government was the great-grandmother of the 
present government. 

4. Trace names of towns, counties, etc., to their sources. 

5. What became of the Swedes on the Delaware? (Eeferenee — 

Original Settlements on the Delaware, Ferris, Wilmington, 
1846) 

6. Colonial newspapers in New Jersey. 

7. The story of Princeton. 

8. The story of Rutgers (Queen's College). 

9. New Jersey slaves and slavery. 

10. George A^rhitefield and John Woolman. 

11, Traveling in colonial times. 



ILIiUSTRATIVE Q,UOTATIO]VS 

Wants in NeT»' Jersey 
Advertisements by Many People 

Wanted: — A good schoolmaster for children; one who can teach read- 
ing, writing and ciphering, at Raritan, about six miles above Bound Brook. 
Any person properly qualified may meet with good encouragement by ap- 
plying to 

JOHN BBOUGHTON. 

Tomorrow at two o'clock in the afternoon, at the Fort there will be ex- 
posed for sale at public auction the following goods, belonging to the estate 
of the late Governor Montgomery: — 

A fine yellow Camblet bed lined with silk and trimmed with lace, which 
came from London. 

One fine field bedstead and curtains. 

Some blue cloth lately come from London for liveries, and some broad 
gold lace. 

A very fine medicine chest, with a great variety of valuable medicines. 

A parcel of sweetmeat and jelly glasses. 

A case of twelve knives and twelve forks with silver handles. 

A large iron fireplace and iron bars. 

All to be seen at the Fort. 



HISTORY 33 

This advertisement is to give notice that on the sixteenth day of July, 
1716, an Indian man named Nym ran away from his master, David Lyell. 
Nym is about twenty-one years of age, and is a short, broad shouldered 
fellow. His hair has been cut off lately and he has a swelling on the back 
of his right hand. He has with him two new shirts, a new waist-coat and 
breeches of white coarse linen, a homespun coat, and he wears a hat, shoes 
and stockings. It is believed that he is trying to get on board some 
vessel. 

Whoever brings the said Indian into the Jerseys to his master shall have 
forty shillings. 

— Alfred Bushnell Hart, Colonial Children 

A.D. 1684. Extract from letter of John Barclay, Arthur Forbes, and Ga^ven 
L,a-*vrie, to the .Scots Proorietors 

The air in this country is very wholesome, and though it alters sud- 
denly, sometimes being one day hot and another cold; yet people are not 
so subject to catch cold or be distempered by it as in our country of Eng- 
land. The land lies for the most part pretty high, but on the river and 
creek sides are many meadows which lie low, from which the country 
people get their hay, whereby their stocks are maintained in the winter 
season. Provisions here are plentiful and cheap; there is beef, pork, 
venison, mutton, fowl and fish, abundance to be had at easy rates; and 
for drink they have good beer and cyder; and those that are desirous, may 
have wine of several sorts and other kinds of strong liquors; so that we 
see little wanting that a man can desire; and we are here sure that a 
sober and industrious people might make this a rich country, and enrich 
themselves in it; especially poor people, who are hard put to it to gain 
bread at home. They work not so hard by one half as the husbandmen or 
farmers in our country. 

There are not many of great trees, but straight and tall, and there be 
many sorts, oak, walnut, chestnut, cedar, poplar, gum-trees, firrs, pines, 
birch and beech, and other sorts, which we remember not at present. 
There are many good orchards of fruit trees, and they make abundance of 
good cyder, especially at one town called Newark, which is esteemed at 
New- York and other places, where it is sold beyond any that comes from 
New-England; There are peaches, and vines grow wild about the river 
sides, which in season bear good fruit, and grapes; and there are straw- 
berries over all the woods, and many other kinds of good fruits, and at 
Amboy point and several other places; there is abundance of brave 
oysters; there will be many houses built there quickly, for many have 
taken up lots, and all that have taken are obliged to build within a year: 
There is good encouragement for tradesmen to come over; such as car- 
penters, masons, and bricklayers, for they build not only of wood, but of 
stone and brick; yet most of country houses are built of wood, only trees 
split and set up on end in the ground, and coverings to their houses are 
mostly shingles, made of oak, chestnut and cedar wood, which makes a 
very neat covering; yet there are some houses covered after the Dutch 



34 NEW JERSEY GEOGKAPHY, HISTORY AND CIVICS 

manner, with panticles. The towns are all settled upon rivers where 
vessels of thirty or forty tons may come up to their doors, and the out 
plantations generally upon some brook or rivulets, which are as plenty 
here as in our own country, and curious clear water, and in many places 
are good spring wells. 

— Samuel Smith, History of New Jersey 

, III. NEW JERSEY'S PART IN THE REVOLUTIONARY WAR 

A. How the people of New Jersey felt toward the new taxation 

1. 'New Jersey's "tea party" 

2. The last royal governors 

3. Tories and patriots in New Jersey 

4. New Jersey in the Continental Congress 

B. The Eevolutionary struggle in New Jersey 

1. Washington's Eetreat 

2. Trenton and Princeton 

3. The winter at MorristoM'^n 

4. Battle of Monmouth 

5. New Jersey regiments in the war 

6. Eevolutionary heroes of New Jersey 

SUGGESTED PROBLEMS AND PROJECTS 

Eighth Grade 

1. Make a map of New Jersey showing Washington's route across 

the state, emphasizing the important towns through which he 
passed ; the campaign around Trenton and Princeton ; Morris- 
town; and the campaign of 1779. showing the British retreat 
across New Jersey, Washington's pursuit, the battle of Mon- 
mouth and the return to Morristown. 

2. Have children make the various flag forms used during the Eevolu- 

tionary period. Place these on their maps.. 

3. Dramatization 

a. Any local scenes or legends connected with the Eevolution 
1). New Jersey Tea Party 

c. An imaginary scene where Tories and Patriots discuss the 

causes of the war 

d. Washington and Eall at Trenton (Eeference — Stryker, Bat- 

tles of Trenton and Princeton) 

e. Washington and Lee at Monmouth 
/. "Hiding a Tory" 



35 



4. Special reports 

a. Caldwell and his hymn-books 
h. What Molly Pitcher did 

c. General Charles Lee in Jersey history 

d. How Panlus Hook was captured 
c. Eeport on visit to Morristown 

/. What my town did in the Eevolution 

5. Class projects 

Class book or exhibition of postal cards, pictures, etc., collected 
by the class, arranged to show Revolutionary story 

ADDITIONAL PROBLEMS 

1. Eead source material showing life o^ the people and famous 

episodes in Eevolutionary times 

2. Dramatization of or discussion of chapters of the Eevolution from 

Stockton's "Stories of New Jersey" 

3. Special reports 

a. How New Jersey treated her last royal governors 

h. Eeadings from "Janice Meredith" and "The Conqueror" 

c. New Jersey Tories and their activities 

d. Washington's discouragements — desertions and Tory sym- 

pathizers 

e. How New Jersey was governed during the Eevolution 

/. New: Jersey signers of the Declaration of Independence 
g. First Constitution of New Jersey, 1776 
h. Washington's strategy in New Jersey campaigns 
i. New Jersey heroes who lost their lives during the Eevolution 
(Eeference — Official Eegister of the Officers and men of 
New Jersey in the Eevolutionary War; Trenton 1872) 
j. Continental currency and the high cost of living 

4. Class projects 

As a summary, make a chart showing principal events and per- 
sonages connected with New Jersey's part in the Eevolution 

ILLUSTRATIVE QUOTATIONS 
Washington's Treatment ot the Enemy 

The following proclamation was posted in the most public parts of the 
Jerseys: 

"HIS EXCELLENCY GENERAL WASHINGTON strictly forbids all the 
officers and soldiers of the Continental Army of the Militia, and all re- 
cruiting parties, plundering any person whatsoever, whether Tories or 
others. 



36 NEW JERSEY GEOGEAPHY, HISTORY AND CIVICS 

"The effects of such persons will be applied to public uses in a regular 
manner, and it is expected that humanity and tenderness to women and 
children will distinguish brave Americans, contending for liberty, from 
infamous, mercenary ravagers, whether British or Hessians." 
Trenton, January 1, 1777 george Washington 

The Pennsylvania Evening Post 

New Jersey Archives. Vol. 1 

JVe-»v Jersey Gazette, January 16, 177S 

By His Excellency 

GEORGE WASHINGTON ESQUIRE 

General and Commander in Chief of the Forces of the United States of 
America 
By virtue of the power and direction to me especially given, I hereby 
enjoin and require all persons, residing within seventy miles of my Head- 
quarters, to thresh one-half of their grain by the first day of February, and 
the other half by the first day of March next ensuing, on pain, in case of 
failure, of having all that shall remain in sheaves after the period above 
mentioned, seized by the Commissaries and Quarter Masters of the Army, 
and paid for as straw. 

Given under my hand at Head Quarters, near the Valley Forge, in 
Philadelphia County, this 20th day of December, 1777. 
By His Excellency's Command george Washington 

Robert Harrison. Sec'y 

/ 

Extract from a letter from Kildare, Monmouth County, April 9, 177S 
Published April, 177S 

"About one hundred thirty-five of the enemy landed on Sunday last 
about 10 o'clock, on the south side of Squan Inlet, burnt all the salt works, 
broke the kettles, etc., of some people there who, I fear, wished to serve 
them — then crossed the river and burnt all excepting Dirick Longstreet's; 
afcer this mischief they embarked. The next day they landed at Shark 
River and set fire to two small works, when they observed fifteen horse- 
men heave in sight, which occasioned them to retreat with great precipita- 
tion, indeed they jumped in their flat-bottomed boats in such confusion 
that they sunk one or two of them. One of their pilots was the noted 
Thomas Oakeson. The enemy consisted chiefly of Greens, the rest High- 
landers." 

IV. THE CRITICAL PEEIOD O NEW JERSEY 

How the weaknesses of the Confederation showed in ISTew Jersey 

1. Quarrels with Xew York 

2. Internal dissension 

3. Financial and political problems 



37 



SUGGESTED PROBLEiMS AND PROJECTS 
New Jersey During: the Critical Period 

Upper Grades 

1. How N'ew Jerse_y treated the Tories 

2. How New Jersey tried to make Trenton the national capital 

3. (a) The rotating Capital idea^ — Trenton and Anna]3olis. (&) The 

Federal Cong-ress in jSTew Jersey 
Jr. New Jersey's refusal to pay her quota 

5. New Jersey's war with New York 

6. Philip Freneau, his personality and his poetry 

7. Brief biographies of New Jersey members of the Continental Con- 

gress 
Material found in "New Jersey as a Colony and as a State." by 
Lee, vol. II; and in "History of New Jersey;' by Ellis and 
Snyder 

Ho'iv New Jersey Helped to Make the Constitution of ithe United States 

Eighth Grade 

1. New Jersey at the Annapolis Convention 

2. New Jersey delegates to the Constitutional Convention 

a. Who they were. (Each delegate should be studied and a brief 

biography given of him) 
h. Class discussion on the fitness of the men for the work 

3. AYhat New Jersey did at Philadelphia: the New Jersey plan 

a. What it was 

h. The famous debate upon it. Hamilton's saying "Pork still 

with a change of sauce" 
c. AVhy it failed 

4. What New Jersey delegates did at the Convention 

a. Eesearch work in Lee or Bancroft. Eeport on New Jersey's 

part in the great decision 
h. Who finally signed at the end 

5. New Jersey's adoption of the Constitution 

a. AVhen and how ratified 

h. The strength of the Federalist party in New Jersey 



38 NEW JERSEY GEOGRAPHY, HISTORY AXD CIVICS 

How Ne-*v Jersey Came Under the Ne-tv Roof 

Eighth Grade 

1. Dramatization 

a. Eatification of Constitution of New Jersey 
i. Trenton, December 1787 

c. The final act 

d. Wliy we can be proud of New Jersey 

2. Special report 

Why New Jersey favored the Federalist Party 

3. Dramatization 

Scene — 1788. Country store in ISTew Jersey or Old Tavern. 
Group discussing conditions in the country under the Con- 
federation and progresis of the ratification of the Federal Con- 
stitution. Arguments for and against it. Entrance of couri- 
ers announcing its ratification by Virginia and New Hamp- 
shire. General rejoicing. Symbolic tableau — "Under the 
New Eoof" 

The Constitntion in New Jersey 

The population of New Jersey at that time was almost exclusively- 
rural; in the West chiefly the descendants of Quakers, in the East, Dutch 
and Scotch. 

This industrious, frugal and pious people, little agitated by political 
disputes, received the Federal Constitution with joy, and the consciousness 
that its own sons had contributed essentially to its formation. 

On the twenty-sixth of October its legislature called a state convention 
by a unanimous vote. On the eleventh of December, the convention as- 
sembled in Trenton. The next day was spent in organizing the house, all 
the elected members being present save one. . . . The morning began with 
prayer, then with open doors the convention proceeded to read the Federal 
Constitution by sections, giving opportunities for debates and for votes if 
called for; and after a week's deliberation, on Tuesday the eighteenth, 
determined unanimously to ratify and confirm the Federal Constitution. — 
Bancroft, History of the United States, vol. VI. Page 391 

Y. NEW JERSEY IN THE UNION 

A. New Jersey at about 1800 

1. Population 

2. Chief cities and towns 

3. Travel and inns 

4. Schools and colleges 

5. Churches 

6. Social life 

7. The beginnings of manufacturing and other industries 



39 



B. Development of Xew Jersey after 1800 

1. Industrially 

a. Inventors — Fitch, Fulton, Edison, etc. 
h. Development of canals and railroads 

c. Growth of great manufacturing plants 

d. Tolls, turnpikes and stat^ roads 

2. Politically 

a. Political parties and leaders in Xew Jersey 
h. New Jersey in the Civil War 

3. Educationally 

a. Public schools 

h. Normal schools and colleges 

c. Newspapers, authors and libraries in New Jersey 

C. New Jersey today 

SUGGESTED PROBLEMS AND PROJECTS 
Ne^v Jersey's Life as a Menil)er of the Nation 

Eighth Grade 

1. Description of New Jersey in 1790* (Socialized recitation) 
a. Life of the people 

(1) Occupations 

( 2 ) Amusements 

(3) Religious ideas 

(4) Social classes 

(5) Schools in 1790 

(6) Description of a country doctor 
h. Sources 

McMaster, J. B. History of the people of the United 

States, vol. 1 
Lee, Francis B. New Jersey as Colony and State, vol. 2, 

chap. XXYIII 
Mellick, Andrew D., Jr. Story of an Old Farm, Somer- 
ville, 1889 
3. Problems on transportation 

a. Make a map showing the earliest turnpikes, railroads and 

canals in New Jersey 
h. Class discussion on 

(1) Fitch's steamboat 

(2) The story of Fulton and the Clermont 

(3) Oldest roads and turnpikes 

(4) New Jersey's first canal 



*P>opula)tion of New Jersey m 1790' was 184,139 



40 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

3. Problems in industry 

a. Special Eeport 

(1) What NeAV Jersey owes Alexander Hamilton 

(2) The first factory in New Jersey 

h. Collect material from New Jersey's leading industries show- 
ing their growth and development — Postcards^, catalogs, 
etc. 

c. Special study on any local industry 

4. The slavery issue in New Jersey 

a. Eeview of slavery in New Jersey to 1800 

(1) Decision of Legislature concerning slavery in 17<S6 

(2) Slave Law in 1798 
&. Abolition Act of 1804 

c. The story of John Woolman 

d. Slavery in the Constitution of 1844 

e. The underground railway in New Jersey 
/. How New Jersey treated her slaves 

5. Eeligion 

Suggested reports on early New Jersey churches. Their services 
and customs 

6. New Jersey's political parties, from 1789-1860 

«. Hamilton's influence on New Jersey 
&. Democratic leaders in New Jersey 

c. How New Jersey voted in 1860 

d. Why Newi Jersey was said to be "out of the Union" 

7. New Jersey in our own time. Her part in the World War. Wood- 

row Wilson and his work 

ILLUSTRATIVE QUOTATIONS 
SchooLs 

The first definite step by the Legislature of New Jersey to provide means 
of education for the cliildren of the poor was taken in 1817. An act was 
passed to create a fund for free schools, and divers appropriations were 
made for that object. Under the provisions of this act, aided at various 
times by subsequent legislation and additional appropriations, the fund 
steadily increased, until it amounted to $245,204.47. This was in October, 
1829. During the years of 1827 and 1828, the public mind exhibited con- 
siderable anxiety to bring the fund into speedy application. The legisla- 
ture was petitioned from numerous quarters to pass a law under which 
common schools might be organized. The subject was referred to a com- 
mittee in the House of Assembly, who in due time made report that the 
fund then amounted to $213,840.28, a sum too small to induce them to 



HISTORY 41 

recommend any appropriation from it at present. But in order the sooner 
to carry into operation so great and beneficial a purpose, as that of dis- 
seminating among the poorer classes of the community useful education, 
upon which the well-being of society must in some measure depend, they 
recommended the appropriation of the whole of the bank tax to the in- 
crease of the fund. This report Vt^as agreed to, and the tax named, amount- 
ing to about $11,700 per annum, was added to the fund. 

"Your committee beg leave to refer the House to the report of a com- 
mittee appointed to investigate this subject, accompanying this report. 
From this the lamentable truth appears, that nearly fifteen thousand per- 
sons, over the age of fifteen years, remain in total ignorance, unable either 
to read or write. At the lowest calculation, therefore, five thousand per- 
sons are called upon to exercise the inestimable right of suffrage without 
either understanding its import or weighing its importance. We learn, 
too, from this report, that nearly twelve thousand children are deprived of 
the means of obtaining even the first rudiments of an education. This 
deplorable state of education, your committe think, calls loudly for the 
benevolent aid of the Legislature in establishing common schools. 

"The present school fund of this state, created since the year one thou- 
sand eight hundred and seventeen, amounts to the sum of two hundred 
and twenty-two thousand four hundred and forty-two dollars, seventy-eight 
cents; the annual proceeds of which, together with certain other annual 
appropriations, will yield a revenue of about twenty-three thousand 
dollars." 

— Joseph Potts, New Jersey Register, 1S37 

Railroads 

The Camden and Amboy Railroad and Transportation Company, was 
the first company organized in this state (we believe in this country) for 
the construction of a railroad. The charter was granted by- the Legisla- 
ture of 1829-30, and the company immediately went to work. The road 
passes through Camden, Burlington, Whitehill, Bordentown, Yardville, 
Hightstown, South River Village, Spotswood, and South Amboy, being a 
distance of thirty-five miles. It was sufficiently completed in 1832 for 
partial travel, and in 1833 for regular trains of cars drawn by locomo- 
tives. The regulations of the company require the cars to run at a speed 
not exceeding fifteen miles an hour. 

In February, 1831, the stock of this company was consolidated with that 
of the Delaware and Raritan Canal Company, and the fare for carrying 
passengers across the state limited to three dollars, by legislative enact- 
ment. 

— Joseph Potts. New Jersey Register, 1837 

Travel in 1781 

Gershom Johnson and James Drobie inform the public that they have 
provided a convenient fiying stage wagon, with four horses at the end of 
evei-y twenty miles, suitable for carrying passengers and their baggage; 



42 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

and to engage to go two trips in every week from Philadelphia to Eliza- 
bethtown. . . . They will set out from the Bunch of Grapes in Third 
Street between Market and Arch Streets, in the rising of the sun, break- 
fast at Four-Lanes-End, shift horses, cross the new ferry just above Tren- 
ton Falls, dine at Jacob Bergen's at Princeton, shift horses, lodge at Bruns- 
wick; the next day at Elizabethtown at ten o'clock in the forenoon. The 
price for each passenger will be forty shillings in gold or silver. — Raum, 
History of New Jersey, vol. II 

Where New Jersey's First Industries xoere Born 

The first saw-mill was erected at Woodbridge, 1682. The first flourmill 
was built at Assunpink Creek, Trenton, 1680. 

The second paper mill in the country was built at Elizabeth before 1728. 
In 1769 there were forty paper mills in the state. 

The first newspaper was the New Jersey Gazette, issued at Burlington 
by Isaac Collins in '1777. 

In 1791 the Legislature chartered the "Society for the Establishment of 
Useful Manufactures." This company had the privilege of carrying on all 
kinds of manufacturing at the Falls of Passaic. It was under the patron- 
age of Alexander Hamilton, Secretary of the Treasury. In 1791 this asso- 
ciation founded the town of Paterson, and in the next year the first yarn 
was spun there. The first factory was completed in 1794 and calico goods 
were first printed there. 

In 1840 the manufacture of silk from the cocoon was begun in Paterson 
by John Raule of England. Paterson also made the first locomotive engine 
used in the state in 1837. 

The first tannery was established at Newark in 1698, but as early as 
1676 shoes were made in Elizabeth. — Raum, History of New Jersey, vol. II 

MATERIAL, 

The first steam engine an the Western Continent was erected at 
the Belleville Copper Mines, near Kewark, in 1753, by Hornblower, 
sixteen years before Watt began his investigations. 

The first steamboats driven by single or twin screw propellers were 
constructed by John Stevens, at Hoboken, in 1802 and 1804. 

The "Phoenix," the first steamboat to navigate the ocean, was de- 
signed, constructed and navigated by Jerseymen — John Stevens and 
his son, Eobert L. Stevens, in 1807-1808. 

The first charter for a railroad in America was granted l^y the Legis- 
lature of New Jersey in 1814, for a railroad from Trenton to New 
Brunswick during the War of 1812. 

The machinery of the "Savannah," the first steamship to crosi? the 
Atlantic Ocean, was constructed at the Vail Works, Speedwell, near 
Morristown, New Jersey, in 1818. 



HISTORY 43 

The first steam locomotive in America to convey liuman beings on 
a railroad track was constructed at Hoboken in 1825. 

The first successfnl experiments with the electro-magnetic telegraph, 
based upon the discoveries of Professor Henry, of Princeton College, 
were made by Vail and Morse at Speedwell Works, near Morristown, 
in 1838. 

SPECIAL REPORTS 

1. ]S[ew Jersey heroes in the War of 1812 

a. William Bainbridge 
h. James Lawrence 

2. When Lafayette visited New Jersey in 1824; his reception by the 

people 

3. New Jersey inventors 

a. John Fitch 
h. Stephen Tail 
c. Thomas Edison 

4. The present Constitution 

a. When it was made 
Ij. The chief features 
c. How New Jersey governs herself 

5. Why New Jersey is proud of Thomas Edison 

6. The life history of three New Jersey industries 

7. Famous authors who have lived in New Jersey 

8. The story of Ncav Jersey's great seal 

SUGGESTED REVIEW^ PROBLEMS 

A. A class project in collecting material to illustrate the following 
topics concerning famous homes and famous men in New 
Jersey 

1. Benjamin Franklin and Old Burlington 

2. Boudinot, Belcher and Livingston homes in Elizabeth 

3. Aaron Burr and Witherspoon at Princeton 

4. The story of Fort Lee 

5. Washington's Headquarters at Morristown 

6. Seth Boyden in Newark 

7. Joseph Bonaparte at Bordentowm 

8. Burlington's famous folks 

9. Zebulon Pike in Woodbridge 

10. John Frai^ier at Piscataway — the first American ^sculptor 



44 NEW JERSEY GEOGRAPHY, HISTORY AXD CIVICS 

11. General Phillip Kearny in I^ewark 

12. Cleveland home in Caldwell 

13. Freulinghnysens of Somerville and Newark 
1-4. Orange and Thomas Edison 

15. Woodrow Wilson, College president. Governor of ^ew Jer- 
sey and President of the United States 

Similar projects can be made, based upon the motive 
places of historical interest. 

B. Cla.s!9 maps showing products of New Jersey in 1S50 and toda3^ 
On these maps could be placed industrial centers, railroads and 
canals 



CIVICS 

Kighth Grade 

A. Local or municipal government 

1. Types 

a. City 
h. Town 

c. Township 

d. A'illage 

e. Borough 

2. Distinguishing features and examples of each type 

3. Commission government in New Jersey 

4. Administrative or executive officers 

5. legislative officers 

Ordinances as distinguished from laws 

6. Courts (See special outline) 

7. Local boards or commissions, as 

a. Board of health 

h. Board of education 

c. Board of street and water commissioners 

8. Functions of local as distinguished from state government 

B. County govenrnient 

1. Administrative officers and their duties 

2. Board of freeholders ; large boards and small boards 

3. Courts (See special outline) 

4. Functions of county as distinguished from municipal and 

state governments 

5. County institutions 

C. State goveounent 

1. Governor — term, how chosen, powers 
- 2. Other administrative officers — practically all appointed by 
the Governor instead of elected as in many states 
3. Duties of state officers 



46 NEW JERSEY GEOGRAPHY, HISTORY AND CIVICS 

4. The Legislature 

a. Branches; how chosen; term 
h. Legislative committees; how laws are made 
c. The veto power of the governor; compare with veto 
power of the president 

5. Courts of the state (see special outline) 

6. Important commissions and hoards, as 

a. State board of education 

h. State highway commission 

c. Public utilities commisision, etc. 

(See Legislative Manual published annual!}', a copv 
of which is in each school) 

D. Elections 

1. Suffrage qualifications 

2. Primaries and general elections 

3. Eegistration, form of the ballot, how marked in voting 

4. Corrupt practices law and purity of elections 

E. Citizenship 

Duties of a citizen 

a. To the community 

b. To the state 



NEW JERSEY'S JIDICIAL SYSTE3I 

(Outline prepared by Miss Florence E. Stryker, Head of History Depart- 
ment, State Normal ScJiool, Montclair) 

A. Local courts in towns and cities 

1. Justices of the peace 

a. Elected by the people 
h. Try petty cases only 
c. Both civil and criminal jurisdiction 

2. Police courts 

a. Judge appointed by mayor 

h. No juries 

c. Criminal cases onlv 



47 



B. County courts 

1. All judges appointed by the governor 

2. Grand jury indicts for crime 

3. Petty jury tries the case 

4. Kinds of courts 

f Circuit court ^ Tries civil cases, 

a. Civil j Court of common i suits about legal 

Courts I pleas [ questions, prop- 

[^ Orphans court J erty, etc. 

'' Quarter-sessions — Tries criminal cases, in- 
volving crime of any kind 



Criminal 
Courts 



Oyer-Terminer — Tries criminal cases, in- 
volving capital crime only 

C. State courts 

1. All judges appointed by the Governor 

2. All cases heard on appeal from lower courts 

3. No juries 

4. Principal courts 

a. Court of errors and appeals — highest court in the 

state 
h. Supreme court — ^liears cases from lower courts 

c. Court of chancery — hears will and property cases 

d. Court of pardons — governor sits with judges — grants 

pardons, remits sentences 

e. Prerogative court — ^hears appeals from orphans' 

courts 
/. Court of impeachment 

Note. It is not intended that the names of all of the courts of the state 
shall be taught in detail. They are listed here mainly for reference. 



